Investigating the Relationship Between Institutional Support, Self-Efficacy, and Instructional Competence Among ICT Teachers

This study investigated the relationships between Institutional Support, Self-Efficacy, and ICT Teachers' Competence among public high school educators in East District 2, Cagayan de Oro City Division, for the 2025-2026 school year. Employing a descriptive-correlational research design, the study utilized a complete enumeration of 214 ICT teachers across six secondary institutions. Data were gathered using adapted self-report questionnaires and analyzed using weighted means, standard deviations, and the Pearson Product-Moment Correlation Coefficient. The findings revealed a workforce primarily composed of early-career professionals, holding Teacher 1 positions and having less than six years of experience. Despite their junior status, respondents reported "Very High" levels across all primary variables: Institutional Support, Self-Efficacy, and Instructional Competence. While teachers demonstrated exceptional proficiency in planning and integrating technology, a "confidence-usage gap" was identified; indicators for technical troubleshooting and infrastructure resources received the lowest relative scores, suggesting that physical assets and technical resilience lag behind pedagogical intent. Correlational analysis established significant positive relationships between Institutional Support and Competence and between Self-Efficacy and Competence. The overall synergistic effect was also significant, validating Bandura’s Triadic Reciprocal Causality. The study concludes that ICT competence is a dynamic outcome of both environmental support and internal belief systems. Recommendations include modernizing ICT laboratories, implementing "Technical Resilience" training modules for early-career teachers, and establishing peer-mentorship models to bridge the gap between digital use and technical troubleshooting.